Aquífero guarani: proposta de sequência didática envolvendo conteúdos de geografia e ciências

Abstract

The objective of the research that composes this dissertation was to work the contributions of the foundations of the Science of History, in the involvement of the contents of the school subjects Geography and Sciences, through the construction of a didactic sequence. The aim was to develop, together with students from the final years of elementary school, an educational proposal that addresses human and natural relations in the elaboration of basic instruments for the production of knowledge, having as main theme the conservation and preservation of the Guarani Aquifer System. Aiming at working the teaching of sciences in the movement of the human existence process, starting from the premise that the human being is a social being, in the production and reproduction of new ideas and instruments is that, we look for in the theoretical matrix - Didactic Work Organization - conceived by Professor Gilberto Luiz Alves, the understanding of the historical contradictions that involve the production process of the Modern School. For the educational intervention, the approach of Lev Semyonovich Vygotsky (1896-1934), which focuses on the "Historical-Cultural" approach, was used to promote the playfulness of human growth during the process of its existence, in the interaction of the language produced with the their social environment. Based on the theoretical references announced, the methodological support was sought in the guidelines of Antoni Zabala (1998) for the preparation of the Didactic Sequence and the mediation and interaction of the groups in the production of a diagnostic questionnaire. Finally, a Content Analysis based on Laurence Bardin (2016) was used to qualitatively understand the categories of work and education in the process of human existence associated with knowledge production related to the Guarani Aquifer and, above all, the rational use of water in your day to day.